This review describes a meta-analysis of findings from 50 controlled evaluations of intelligent computer tutoring systems. The median effect of intelligent tutoring in the 50 evaluations was to raise test scores 0.66 standard deviations over conventional levels, or from the 50th to the 75th percentile. However, the amount of improvement found in…

Fifty-three research studies on feedback timing and verbal learning underwent meta-analysis. Applied studies using actual classroom quizzes and real learning materials found immediate rather than delayed feedback to be more effective; experimental studies of acquisition of test content indicate the opposite. Laboratory studies of list learning…

An overview of meta-analysis in education is provided. Methodology is discussed and substantive findings from meta-analytic studies are reviewed for six major areas of educational research: (1) instructional systems; (2) instructional design; (3) curricular innovation; (4) teacher education and evaluation; (5) class and school organization; and…

Meta analyses were conducted of computer assisted instruction, computer managed instruction, and computer enriched instruction. Positive effects were usually reported, with variations according to instructional type and age level. Results also indicated that effects varied according to the evaluation design and the type of publication in which the…

A meta-analysis of 26 studies shows that accelerated gifted students outperform students of the same age and ability who are not accelerated and achieve as well as equally gifted older students in the higher grades. Correlational studies suggest that accelerates are equally successful later in life. (MLF)

This synthesis of findings from 40 studies showed that students can raise their test scores by taking practice tests. The size of the gains were a function of three factors: identical vs. parallel forms of the test, number of practice tests, and ability level of the student. (Author/BW)

Teachers and researchers can learn more about mastery learning by looking at the full picture instead of the small area on which R. E. Slavin focuses. Effects on precollege examinations constitute only a small part of the story; the larger literature presents many examples of its effectiveness. (SLD)

Results from a meta-analysis of 26 controlled studies on the effects of accelerated instruction on elementary and secondary school students are presented. The examination performance of accelerates surpassed the performance of equivalent age and intelligence nonaccelerates and equalled the performance of same-grade but older, talented…

Meta-analytic reviews have shown that gifted students gain little from programs of minimal instructional modification (multilevel classes), more from greater modifications (cross-grade and within-class programs) and the most from those involving the greatest amount of curricular adjustment (enrichment and acceleration). (Author/DB)

A meta-analysis of 51 studies of computer-based instruction shows: a rise in student test scores; student attitudes toward the subject that are slightly more favorable; student attitudes toward computers that are strikingly more positive; and savings from 39 percent to 88 percent in student learning time. (MLF)

Meta-analytical procedures were used to review research studies dealing with Keller's Personalized System of Instruction (PSI), computer-based teaching, programed instruction, audio-tutorial instruction, and visual-based instruction. Results of most studies of student achievement and student ratings came out in favor of classes taught with these…

Presents a meta analysis which examines results of 254 controlled evaluation studies that compared student learning in classes taught with and without computer-based instruction (CBI). Outcome measures are described, statistical analysis and effect size are discussed, and results are reported that show that CBI usually produces positive effects on…

This meta analysis of 101 studies of computer-based education in colleges highlights examination performance, student attitudes toward instruction and computers, the relationship of publication source to study outcome, and time needed for instruction. One hundred twenty-one references are listed. (Author/LRW)

This research review summarizes two major sets of meta-analyses on five kinds of ability grouping programs: (1) XYZ classes (high, middle, and low classes); (2) cross-grade grouping; (3) within-class grouping; (4) accelerated classes; and (5) enriched classes. One group of meta analyses concluded that the strongest benefits from grouping were…

This meta-analysis of 49 comparative studies shows that mastery testing has positive effects on student learning, but the size of effect depends on the stringency of the criterion used and the degree of experimental control. The effects of instructional time, student attitudes, and differences in ability levels are also addressed. (Author/LRW)